Explains the general concept and technology of interaction analysis, looks at a widely used system as an example of the field" and introduces a new technique. (Author/AA)

Data from four studies utilizing Flander's classroom verbal interaction analysis were reexamined to determine the stability and sensitivity of ten derived parameters that can be used to distinguish between lessons that have different amounts of indirect teacher behaviors. Teaching patterns were extracted and compared with these derived indices. No…

The activities involved in coding conversation sequences and the lack of attention given to their systematic validation within the field of speech communication are discussed in this paper. The paper first reviews briefly the assumptions underlying relational coding and the implications of viewing these activities as practical accomplishments. It…

The use of Kruskal's nonmetric multidimensional scaling model for analysis of classroom interaction data is discussed. Four distance models are proposed which lead to multidimensional representation of single sequences, sets of sequences, and behavior categories using symmetric and conditional proximity options of the model. Results of application…

The Instrument for Analysis of Science Teaching (IAST) was developed as a 26-category system of interaction analysis. Following conceptualization and several research studies, the IAST was redeveloped with 14 basic categories (IAST Base) and an expanded 32-categories version (LAST v.2) which is based on subdividing the IAST Base categories. In…

The consistency of eight attachment behaviors across a four-month period was investigated in two samples of infants. Multiple correlations revealed significant amounts of consistency in attachment behavior for vocalizing, visual regard, proximity to the mother from 10 to 14 months, and for touching and proximity to her from 14 to 18 months. (SE)

The author presents a methodological perspective on school and the educational process, viewing it as a dialectical phenomenon affecting both the institution and its participants, and uses the concept of "work" to illustrate the use of this perspective in educational research and evaluation. (MJB)

Describes a method with data analyzed from two lessons on the quantitative assessment of content structure in classroom dialogue. Kinetic structure analysis was used and the fundamental coefficient of structure was calculated for each lesson. The method should provide new directions for looking at verbal interaction in classrooms. (PS)

While numerous publications signal the merits of collaborative research, few studies provide interpretive analyses of collaborative-research practices or collaborative relationships. Through this multiple case study design of collaborative-research teams, the authors attempt to provide such an analysis by focusing on the collaborative-research…

This paper outlines the research on the reciprocal effects of children and parents on one another and briefly discusses the methods and concepts currently employed in the area. Three types of observational studies are identified: (1) parent-infant studies in which slow-motion and stop-frame video pictures are used to analyze minute details of…

This paper (1) discusses methodological issues in the study of interaction; (2) describes a statistical approach to data analysis that derives the amount of interaction empirically from separate and independent observations of simultaneously occurring behaviors of mother-child dyads; and (3) discusses the application of this technique to the…

This paper reports a methodological study in which live communication between young married spouses was compared with a self-reporting of their communication processes. Results support the use of observational research as a methodological tool in the search for an understanding of marital communication patterns. (Author)

Investigates whether a variation in task content (focusing on instrumental/external family issues v emotional expressive/internal issues) influences family interaction when task structure is held constant. The responses of 64 well-adjusted family triads were scored for differences in conflict, dominance, and affect. (Author/SS)